ERIC Number: ED235676
Record Type: RIE
Publication Date: 1982-Nov
Reference Count: 0
Limited-English Proficient Students: A Review of National Estimates.
Ulibarri, Daniel M.
The results of four recent studies that contain different estimates of the number of language minority and/or limited English proficient children in the United States are compared. Such estimates of the number of children in need of bilingual or special educational language services are important since they are used to determine services and their associated costs as well as to predict the impact of proposed educational guidelines and resolutions at federal and state levels. The four studies are O'Malley, 1981; Oxford, et al., 1981; Barnes and Milne, 1981; and Milne and Gombert, 1981. Reviews of the various reports reveal at least four major reasons why the results differ: (1) the purposes underlying the estimates vary, (2) definitions of target populations differ, (3) methodologies used to determine language minority or limited English status differ, and (4) underlying data bases vary. The problems involved in defining, measuring, and estimating language minority, limited and/or English proficient children are highlighted. It is concluded that the numbers produced by these studies do not necessarily contradict each other. Each study should be interpreted within the appropriate legislative and educational context. (RW)
Descriptors: Demography, Elementary Secondary Education, Limited English Speaking, Minority Group Children, Non English Speaking, Research Methodology
National Center for Bilingual Research, 4665 Lampson Ave., Los Alamitos, CA 90720
Publication Type: Information Analyses
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: National Center for Bilingual Research, Los Alamitos, CA.